Virtual Environments for Games Based Reflective Learning focused on health applications

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Virtual Environments for Games Based Reflective Learning focused on health applications

  1. 1. Virtual Environments forGames Based Reflective Learning focused on health applications Lucia Pannese 26 February 2013
  2. 2. Serious Games Market Growth“The serious games industry as a wholewas worth some $1.2 billion in 2010, and is estimated to grow to $10 billion by 2015.” Jurriaan Van Rijswijk, chairman of the Games for Health conference (Nov 2012)
  3. 3. Established Factors for Serious Games Success• Proof that serious games are effective, especially for education and health• Higher levels of development productivity and speed to implement• Engagement, immersion and realism
  4. 4. The Cost of Healthcare “by 2050 the cost of direct health carein just the U.S. for Alzheimers is going to be $1 trillion. Caring for sufferers of the disease is already a $200 billion market in the U.S.” Dr. John Harrison, a psychologist at Imperial College, London
  5. 5. Fields of application of Serious Games & simulations in Healthcare Supporting therapy, rehabilitation after severe illness Self‐management of illness /chronic conditions (e.g.  diabetes) “Exergames“ ‐ motivating and supporting physical activity and healthy lifestyle Anonymous group therapy Preventive medicine Behavioural change Healthy Nutrition Train healthcare professionals  (medical procedures, methods for diagnosis, patient monitoring …..) Doctor‐patient communication
  6. 6. The MIRROR Project Reflective Learning at Workencourage human resources to reflect on previous experiences at theworkplace and learn from them. The projects focus is the creation of a setof applications that enable employees to learn lessons from their ownexperiences (as well as from the experiences of others) and therebyimprove their future performance @MirrorIP www.mirror-project.eu LinkedIn: MIRROR – reflective learning at work
  7. 7. SCENARIONurses and Carers have to cope with a high level of stress in theirworking shifts.They are trained on the medical side and in procedures, but somesupport to deal with “challenging behaviour” is needed.
  8. 8. OBJECTIVECreating a game that…▪ Reduces tutorial effort▪ Enhances learners capability to self-regulate learning▪ Connects the virtual and the real experience▪ Makes learners / players reflect on experience▪ Connects previous and future experience (backwards and forward reflection)▪ Motivates learners and engages them
  9. 9. CHARACTERISTICSThis game should…▪ Display a 3D graphics▪ Be immersive▪ Be simple to play▪ Vary the form of the interactivity▪ Show a high level of fidelity in the look and feel▪ Incorporate a virtual tutor▪ Allow to revise the learning experience and reflect on it
  10. 10. THEORETICAL FRAMEWORK▪ The Virtual Tutor is based on Vygotsky’s social learning theory that emphasizes the essential nature of social dimensions to learning.▪ The importance of peer learning was stressed in the development of the Zone of Proximal Development (ZDP) defined as ‘the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers’▪ The Zone is not some clear-cut space that exists independently of the process of joint activity itself but it is created in the course of collaboration. (Vygotsky, 1978)
  11. 11. THE VIRTUAL TUTOR▪ acts as co-learner able to support learners’ knowledge construction;▪ provides a cognitive model of competent performance;▪ has no position of authority with respect to the learner, because this create a trusting relationship that might facilitate self-disclosure of ignorance and misconception;▪ monitors learner performance;▪ diagnoses, corrects and manages misconceptions and errors;▪ adds to and extends learners’ current capabilities;▪ modifies learners’ current capabilities;▪ rebuilds new understanding when learners have a misconception.
  12. 12. Link with a Reflection Modelclarify the connection between the reflection model and games inorder to improve the MIRROR conceptualization of serious games astools for reflection“Do work” step in the 3D game
  13. 13. The Learning Diary Conduct reflection session in the 3D game (post game)
  14. 14. THE VIRTUAL HOSPITAL
  15. 15. DIALOGUES
  16. 16. THE iPAD
  17. 17. MINI-GAMES
  18. 18. VIRTUAL TUTOR: PUSH and PULLPush: learners can ask for the help of Pull: in some precise situation MariaMaria whenever they feel it is relevant. appears inside the game through a pop-up window to help users deal with difficult situations
  19. 19. FORMATIVE EVALUATION‘This would have been ‘The Virtual Tutor is a ‘Mini games are reallyreally helpful when we good support inside fun and teach mefirst started’. the game’. something that seems to be really important’.‘It’s really helpful’. ‘I was really immersed ‘Tutor really helps me inside the game’. during the game’.‘Mrs Violet looks exactly ‘The game is really ‘The tutor’s feedback, thelike Mrs XX and she says innovative, I like the scores and the learningexactly those sorts of way patients are diary help me to reflectthings!’. distributed inside the about my game environment, the experience’. challenges I have to address and the mini games’.
  20. 20. video
  21. 21. Insights and Lessons LearnedNormally a coach/facilitator supports the transfer exercise betweenvirtual and real experiences:▪ We have shown that part of this support can be transferred into a game, adding it as a narrative element, without breaking the plot and the engagement. Users find it useful and like it.▪ The virtual tutor supports self-regulated learning.▪ The logics and mechanics of this virtual tutorial support is transferrable to other domains.
  22. 22. Next Steps….New Scenarios: • Emergency training in a hospital after an earthquake • Flexible working styles in a modern company • Soft skills training
  23. 23. Next Steps….New Features: ▪ User generated content through NPCs (authoring tool) ▪ Dynamic scenes (repeatability)
  24. 24. THE MIRROR PROJECT @MirrorIP www.mirror-project.euLinkedIn: MIRROR – reflective learning at work
  25. 25. A serious game to introduce autistic people into a job www.ispectrum.eu @iSpectrumEU
  26. 26. • 3 workplace scenarios: • Office • Small supermarket • Commercial garden centre• 6 phases each: • Avatar selection • Short interview at a work placement office • Short interview with the new employer • First day at work • About a month into work • About 3 months into work
  27. 27. Each scenario contains a range of situations relating to both the work beingundertaken and the social situations that may be encountered in the workplacewith raising difficulty; e.g: • When to shake the Boss’s hand • Identification of facial emotions exhibited by colleagues.
  28. 28. Buddy:Peer-to-peer learning:The buddy appears in each of the work scenarios. His job is to guide theplayer through the early stages of the game. He does this throughinstructions, and by giving feedback to the player’s choices.In a real world scenario new employees can hopefully havemore experienced and empathic employee as a buddy.
  29. 29. Project ObjectiveExtensive investigation of the issues related to long-termphysical/cognitive rehabilitation processes and the identification ofsuitable technical solutions to efficiently support themDevelop an efficient, effective and engaging virtual rehabilitationenvironment for home-based rehabilitation to enable elderly peopleto enjoy high quality rehabilitation for a much longer period than theHealth System can currently afford.Standard hardware components and devices, suitable medical dataprocessing algorithms, personalized and serious-games basedrehabilitation pathways, Web2.0 social and communication tools
  30. 30. Games Based Rehabilitation• provide exercises and training - based on serious-games - within a personalized, user friendly and engaging rehabilitation program• offer a cost effective infrastructure with integrated sensors• collect relevant physical and medical parameters for patients’ status inspection and prevention• support off-line/on-line management and monitoring of the rehabilitation protocol• promote patient’s social participation and community buildingPatient’s home: place where physical and cognitive rehabilitationprocess can be performed in an intensive and engaging thoughcontrolled way, while promoting social inclusion and quality of life.
  31. 31. Thank you for your attention!Lucia PanneseCEO, imaginary srl Mob. +39 338 8785839Innovation Network Politecnico di lucia.pannese@i-maginary.itMilano Skype: lueolli @lpanneseVia Mauro Macchi, 50 - 20124 MilanPhone +39 02 89458.576 www.i-maginary.it

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